This week, I will provide my insights about detecting and preventing cheating and plagiarism in online learning environments by answering the following questions.

What plagiarism detection software is available to online instructors/?

Jocoy and DiBiase (2006) discussed two software technologies offered commercially to help detect plagiarism:  EVE (Essay Verification Engine) and Turnitin.com.  EVE is one of the older systems available, and Turnitin.com is probably the most renowned system available.  There are other systems available for plagiarism detection such as iThenticate, PlagiarismChecker.com, Viper, CheckForPlagiarism.net, and Plagiarisma.net (Petronzio, 2010).  Various costs are associated with each of these systems.  In addition, copied phrases can be traced by using online search engines that are free like Google (Jocoy & DiBiase, 2006, p. 5).  Plagiarism detection software increases the educator’s ability to identify plagiarism in their students’ work.   

How can the design of assessments help prevent academic dishonesty?

Dr. Keith Pratt (Laureate Education, Inc., 2012) indicated that he designs all assignments and exams with the mindset of not caring whether or not students cheat.  In real life and in the workplace, people address problems by realizing they need to gather information, examine reference materials, collaborate, and find out as much as they can about a topic or possible solution to the problems.  Dr. Rena Palloff (Laureate Education, Inc., 2012) also added that using open book tests, open notes, allowing interaction with other students and collaboration does not lessen the outcomes of exams.  Instead, these strategies result in less cheating because students take the resources and prove they know how to use them.  In the workplace, learners will be expected to draw from resources and collaborate with others to discover and incorporate the knowledge they need to arrive at the necessary solutions to problems.  Therefore, Pratt and Palloff feel that strategies such as those mentioned above should be built into the design of assessments to help prepare learners for real life situations. 

In an effort to reduce the opportunity for plagiarism or cheating, what facilitation strategies do you propose to use as a current or future online instructor?

I believe as a future online instructor, I would be interested in preventing plagiarism as well as detecting it.   Jocoy and DiBiase (2006) indicated that students are often unclear about what constitutes plagiarism.  “Some educators suggest that concern with plagiarism should be more about teaching students to appreciate the development of knowledge, acknowledge intellectual contributions of other scholars, and represent the process of building on existing knowledge in academic writing and less about violating rules and copyright laws” (Howard, 2003; Hunt, 2003, Martin, 1994; as cited in Jocoy & DiBiase, 2006, p. 3).  Moreover, promoting more than conformity to rules that students see as subjective, educators should help students understand the value of academic integrity “in order to advance students’ moral development” (Dark & Winstead, 2005; as cited in Jocoy & Dibiase, 2006, p. 3).  Therefore, I would provide explicit instruction on academic integrity to diminish the instances of cheating or plagiarism in my online class.  I would also inform learners that they must use the plagiarism detection software used by the educational institution where they are students prior to all submissions of assignments.  This would “serve as a deterrent to would-be plagiarizers in a way that verbal and written warnings do not” (Jocoy & Dibiase, 2006, p. 10).

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

One additional consideration for online teaching to help deter cheating or plagiarism would be the practice of expectation management.  This involves the educator taking the time at the beginning of a course to review expectations of students as they relate to academic integrity.  Such a strategy would help reduce those incidences of lack of knowledge of cheating and plagiarism among students as well as relieve learner anxiety about inadvertently committing plagiarism offenses (Soto, Anand, & McGee, 2004; Ashworth, Bannister, & Thorne, 1997; as cited in Jocoy & Dibiase, 2006, p. 11).  Another consideration would be the use of an “academic integrity quiz to assess student understanding” about plagiarizing (Braumoeller & Gaines, 2001; as cited in Jocoy & Dibiase, 2006, p. 11). 

I believe that it is up to the educator to make sure that her students are informed and aware of the need for academic integrity in the online learning setting.  This involves making students aware of what constitutes cheating and plagiarism and the strategies being used to detect and prevent it.  I concur with Jocoy and Dibiase’s (2006) statement:  “We do believe that the expectation management strategy combined with detection and enforcement using…[a plagiarism detection software system] emphasizes to students the importance of academic integrity and reinforces the values of institutions of higher education” (p. 11).  

References

Jocoy, C. & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), p. 1-15.

Laureate Education, Inc. (Producer). (2012). Plagiarism and Cheating. [Video webcast]. Retrieved from http://www.courseurl.com

Petronzio, M. (2012, August 29). Use These 10 Sites to Detect Plagiarism. Retrieved June 13, 2013, from http://mashable.com/2012/08/29/plagiarism-online-services/       

 

      

 

 

This week, I will discuss the impact of technology on adult learning.

What impact can technology have on adult learning?

The inclusion of technology in the online learning experience greatly enhances collaboration and interactivity within the learning community (Laureate Education, Inc., 2012).  A technology may facilitate the achieving of specific course goals and help expedite particular instructional tasks that might not otherwise be accomplished.  The use of technology may offer the best or most realistic way to explain a certain phenomenon.  Technology may also provide a way for students to practice or drill skills at their own level and pace.  Helping students become familiar with technology prepares them for the workforce by helping them acquire the technology literacy skills needed for the job.  In addition, technology can help teachers’ and learners’ productivity by making communication and the keeping of records more efficient.  Technology also affords students with unique conveniences for collaboration, exchanging files and resources, discussion boards, and editing projects online (Nilson, 2010).  “Still, the old rule holds true:  instructors should choose a technology for sound pedagogical reasons (Albright & Graf, 1992; Knapper, 1982), not just because they think their students think it’s cool…After all, computers are only a tool…and only one of many tools for effective instruction” (p. 256).

What should online instructors consider before incorporating technology into the online learning environment?

Before incorporating technology into the online learning environment, educators should “think about the characteristics of these tools, how students use the tools, and what you are hoping to achieve” (Boettcher & Conrad, 2010, p. 111).  Boettcher and Conrad (2010) also suggested additional factors to consider when choosing technology.  First, think about how the tool will help build the learning community.  Will it advance the creation of an environment where ideas can be shared, knowledge can be created, and the exchange of communication encouraged?  Second, will the technology promote faculty efficiency?  Third, ask if the tool will encourage peer-to peer interaction.  Fourth, look at the pedagogical purposes and uses for which these technology tools are being used.

What implications do usability and accessibility of technologies have on adult learning?

According to Karat (1997; as cited in Cooper, Colwell, & Jelfs, 2007, p. 232) “usability is the extent to which a system can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use.”  Therefore, usability in the online context includes effectiveness, efficiency, and learner satisfaction and confidence that they can achieve learning goals with a certain technology or learning resource (p. 232).  “Accessibility is thus determined by the flexibility of the e-learning system or learning resource to meet the needs and preferences of all users” (p. 232).  Usability and accessibility are fundamentally linked and directly impact pedagogical effectiveness in the online setting.  Addressing usability and accessibility issues involved with the online learning environment is valuable to the end-user experience and can be accomplished through evaluations.  “Valuable insights can be gained when conducting evaluations with a range of users leading to overall improvements” (p. 243).  It is also imperative that evaluation methodologies “are inclusive and consistent for both disabled people and non-disabled people acting as participants” (p. 243).  Ultimately, usability and learning via technology are not possible for learners without adequate accessibility.

What technologies are most appealing to you for teaching online?

There are three technologies that are most appealing to me for teaching online.  The first is the effective use of email.  I had one professor who emailed her students twice per week.  She advised everyone in the class weekly when grades were posted.  She used email to remind of assignment deadlines and details that should not be overlooked.  She offered encouragement personally and to the class as a whole through her emails.  I was assured that she was definitely present in the online class and cared about the success of her students.  In addition, there was never a question about what was expected by the instructor of her students because she had explained this in multiple ways through her emails.  The second technology that appeals to me is incorporating published video and audio resources into the online setting.  I might ask learners to support their discussion or position in an assignment by finding a reputable audio/video resource.  These resources are available on the internet on almost all topics and are an engaging complement to text resources for students (Boettcher & Conrad, 2010).  The third technology is blogging.  When students blog, they are gaining hands-on experience using a technology tool.  Blogging also supports “new collaborative and constructivist pedagogies that encourage peer-to-peer linking, commenting, and messaging” (p. 107).   

The use of technology in an online learning experience enhances adult learning.  It creates a significant learning experience that students will remember in years to come.  Because technology is present and used in almost every aspect of life, being offered the opportunity to use it in the online setting helps learners build the skills they will need in their careers and personal lives.  Finally, experience in using technology sets the stage for learners to continue their lifelong learning long after the online class has ended.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (Producer). (2012). Enhancing the online experience. [Video webcast]. Retrieved from http://www.courseurl.com

Nilson, L. B. (2010). Teaching at its best (3rd ed.). San Francisco, CA: Jossey-Bass.

      

 

      

 

 

Internet-Based Multimedia Resources for Online Learning

This week, I have explored two games that are available on the Internet and are appropriate for my future Adult Basic Education (ABE) learners.

“Games provide an effective and painless, even fun, review format (Kaupins, 2005; Moy, Rodenbaugh, Clooins, & DiCaro, 2000; as cited in Nilson, 2010, p. 148).  Online games place learners at levels that challenge but are achievable and “reward player effort and practice with acknowledgement of incremental goal progress, not just a final product” (Willis, 2011).  This reward produces motivation and active learning as learners realize that they answered challenging questions correctly or solved a puzzle or problem.  When students use online games, they experience authentic learning and are able to clearly realize their progress.  The ongoing and accumulating feedback learners receive from online games is the reward they need to move on to the next levels that challenge them even more.  Learners "brains invest more effort to the task and are more responsive to feedback…when they play their…[online] games” (Willis, 2011).  Willis (2011) refers to this an “intrinsic reinforcement.”  Conrad and Donaldson (2011) stated that games are comprised of tasks that include the components of decision making, engagement, and acquiring knowledge from a different perspective.  For Adult Basic Education learners, I believe that the two games reviewed below would be fun, review skills already learned, achievable, challenging, offer rewards, motivating, and would help students see their progress.  These games would also involve decision making, help students acquire English and Math knowledge in new ways, and promote active learning.      

Skillswise English and Maths for Adults:  http://www.bbc.co.uk/skillswise

Skillswise is a website that is free to use and was created for students to improve their adult literacy and numeracy skills.  It is produced by a group from the BBC Learning Department in Salford, England.  The website offers online games, videos, quizzes, and printable worksheets and factsheets for learners to use in class or at home in English, Math, Job Skills, and Adult Learning.  On this website, I played three games.  In the Blown Away Punctuation Game, I learned about when words need capital letters in a sentence.  The Going to Work with Commas Game reinforced when to use commas in sentences as well as when not to use them.  In the Logging Sentence Game, I learned to compose a sentence from many word choices.  These games could be used to reinforce ABE learners’ skills in English literacy.  They could be played individually or in small groups.  I also think that online ABE students could be referred to use this website to improve their English writing skills.  On just the English Games page, there were 54 different games from which to choose.  As an educator, I would want to make sure that I had played the games from this website before assigning them to my learners.  I would also refer them to specific games needed for reinforcement of specific skills being worked on in class.  One concern would be the fact that this is a British website and some of the English words or expressions might be unfamiliar to U.S. learners.

Math Fraction Games:   http://www.math-play.com/math-fractions-games.html

Math Fraction Games is a free-to-use website with 17 different games to play that offer practice in adding, subtracting, multiplying, and dividing fractions.  The fractions page is one of many available at the Math-Play.com website, all offering many free math games.  I played two of the fraction games.  The Baseball Math—Simplifying Fractions Game definitely challenged me to make the batter hit home runs which then resulted in even more challenging fraction problems to solve with multiple choice answers.  The Fractions Jeopardy Game offered me practice and the opportunity to reinforce my math skills using fractions and, again, multiple choice answers.  Both games were fun to play, and both could be used with multiple players.  One concern I had with both of these games was that they did not explain what the correct answers were to the problems missed or explain how to solve them.  I think that information would have been helpful to learners playing the game—to figure out where they went wrong in their problem-solving attempt.   

I believe that the games offered on both of the above websites meet four of the five components of Conrad and Donaldson’s (2011, p. 103) checklist for effective games:  learners would be involved in decision-making and would learn from game outcomes, the games offer exploration in a real-world subject, they are engaging and help students acquire knowledge in a different way, and they are provided in a safe environment.  The Baseball Game and the Logging Game would be the only ones that require learners to assume a different persona.

References

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. 

Nilson, L. B. (2010). Teaching at its best (3rd ed.). San Francisco, CA: Jossey-Bass.

Willis, Judy. (2011, April 14). A neurologist makes the case for the video game model as a learning tool. Retrieved from http://www.edutopia.org/blog/video-games-learning-student-engagement-judy-willis             

      

 

      

 

 

Setting Up Effective Online Learning Experiences

This week, I will give my reaction to the following questions regarding setting up effective online learning experiences.

What steps are most essential for setting up effective online learning experiences for adult learners?

The most essential elements for online courses according to Boettcher and Conrad (2010) are “the syllabus, the weekly plans and discussion postings for the first weeks, and the course site” (p. 63).  The syllabus for an online course provides the big picture of the course for learners and having this information helps them to plan their lives accordingly.  This is essential to learners and promotes a sense of control for them.  The syllabus for an online course is similar to that of a face-to-face class, and also includes policies and procedures that learners must understand about communicating effectively with other students and the instructor in the online environment (p. 64, 72).  “In the online classroom…teaching presence is expressed in the weekly plans, teaching guides, discussions, and faculty comments and observations” (p. 64).  The educator in the online setting transforms the time used to prepare lectures in the face-to-face class into the preparation of “text, audio, or video pieces” which familiarize the students with the week’s goals as well as the reasons behind the use of the week’s activities (p. 64).  Moreover, the discussion board and other online tools are the places where educators come to really “see” their learners.  These are the places where real student-to-student interaction, dialogue, and discussion occur.  “Investing time in developing good questions for the discussion boards and planning out the scoring rubrics and evaluation of the discussion boards makes a real difference in how quickly a learning community starts to form in a course” (p. 65).  The course site is the place where learners gather to share experiences, perform class activities, make meaning, and interact with each other.  The instructor acts as the host and is the glue that holds the learning community together (p. 65).  Because of this, it is the educator’s responsibility to make sure that everything is in place for the course site to run smoothly for everyone using it. 

Why is it necessary to communicate clear expectations to online learners?

One component of an online course that significantly impacts learner understanding and satisfaction is the educator giving clear and explicit guidelines about what is expected from learners while in the class.  Clarifying how a course “will work and sometimes might not work can help create a smooth and trusting learning environment” (Boettcher & Conrad, 2010, p. 55).  The instructor should also communicate what the student can expect from her like the time involved for responding to students’ emails and discussions, how frequently students should log into the course management system, how many discussions to respond to and by what day in the week, and depth and length of posts (p. 74).

What additional considerations should the instructor take into account when setting up an online learning experience, especially one that targets adult learning?

One additional consideration would be to focus on activities that promote social presence.  “Social presence…is the foundation of building trust and presence for the teaching and learning experiences” (Boettcher & Conrad, 2010, p. 51).  Connecting on a social level sets the tone for developing trust and understanding that culminates in learners “reaching out and risking beliefs in the content discussions” (p. 51).  This can be accomplished by the educator and students posting personal introductions and bios.  The instructor lets learners become acquainted with her and gives them the opportunity to make their presence known—bringing the human element into the exchange.  Icebreaker activities also help promote social presence and are fun and great ways to let students know how the class will be moving forward (Laureate Education, Inc., 2012).  After social interaction has been encouraged, learners should be ready for to focus on content.  The instructor should thoroughly plan activities that will encourage social presences when setting up an online learning experience for adult learning (Boettcher & Conrad, 2010). 

Another consideration would be to devise ways to get learners to focus on their own learning goals as they relate to the course content.  This could be accomplished to asking students to identify these goals.  “This is the early launching of cognitive presence” (Boettcher & Conrad, 2010, p. 52).  This activity will help the instructor gain insight into how ready students are to learn. 

The instructor should also plan to take the responsibility to make sure that all students “are engaged, present, and participating” (p. 52).  The educator becomes what Conrad and Donaldson (2004; as cited in Boettcher & Conrad, 2010, p. 52) called a “social and cognitive negotiator.”  Initiating the learning community is also up to the instructor and means trying to make sure that students are engaged in and thinking about core concepts.  The educator should also have a good grasp of the basic skills and tools involved in using whatever course management system is being used by the institution and how they are relevant to pedagogical purposes.  The teacher should also spend time developing good, open-ended questions to promote active discussion exchanges between students.  The questions should require the learners to explore and “integrate information for multiple resources, including their own work or life environments” (p. 89).  Lastly, for this blog posting, teachers should plan how to manage, evaluate, and assess discussion postings (p. 93).

All of the above suggestions will help ensure that an online course and the learning community become effective and significant experiences for the online learner.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (2012). Launching the online learning experience. [Video webcast].  Retrieved from http://www.courseurl.com

 

 

 

       

 

Online Learning Communities

Because the landscape of higher education is being changed by the growth of online courses “the development of learning communities in online courses is essential to effective learning” (Maddix, 2013, p. 139).  A crucial goal in online learning is the development of learning communities which provide opportunities for students and instructors to share learning and life together and focus on purpose.  This, then, results in collaborative learning which research has shown is essential to the advancement of these communities and the attainment of desired course outcomes (Palloff & Pratt, 1999; as cited in Maddix, 2013).

Palloff and Pratt (Laureate Education, Inc., 2012) identified three essential elements involved in building online learning communities.  These are people, purpose, and process.  People need to communicate, interact, and connect with each other and develop a social presence through text.  This allows others to see who they are and their human characteristics.  Purpose explains why the class has come together, administrative policies and issues, and also encompasses guidelines for communication as well as rules of engagement and participation with other learners.  Process involves the interaction of student with student and student with educator.  It also includes educators empowering learners to be self-directed in their learning in a social constructivist manner that results in learners engaging with each other in order to understand content and, together, make meaning.

Online learning communities impact adult learning significantly because they create an awareness or perception of co-created meaning and knowledge.  These communities are reflective because one component of their work is continuous reflection.  They also produce transformative learning because of the nature of the active learning in which they are participating.  Online learning communities move learners toward increased self-direction and reinforce their social presence.  Students’ satisfaction with online education, then, increases because their perception of learning has been augmented as they sense more and more that they are valuable to the learning process (Laureate Education, Inc., 2012). 

Online learning communities can be sustained in multiple ways.  First and foremost, instructors must help learners understand that both educators and students are equal participants in the learning process and the building of the learning community.  Students must also be allowed to establish their identity in the learning community through introductions and ice breaker activities.  Educators should get to know their students and make sure that they are familiar with the technology that will be used in the online class.  To accomplish this, a week-long new student orientation could be added to the course curriculum.  It is also important to keep the technology simple at the start of the class and then gradually build on it as the course progresses.  In addition, it is crucial that educators, during the first two weeks of a course, recognize those learners who are waning in their participation and reach out to them to show their concern for having them remain a part of the learning community (Laureate Education, Inc., 2012).

Finally, the relationship between community building and effective online instruction is evident in the fact that learners provide their fellow students with support in the learning process.  They study course content together and co-construct meaning and understanding of that content.  Furthermore, as students are challenged by each other and exchange appropriate and professional feedback with each other, learning is enhanced and becomes more active and significant (Laureate Education, Inc., 2012).  

References

Laureate Education, Inc. (2012). Online learning communities [Video webcast]. Retrieved from http://www.courseurl.com

Maddix, M. A. (2013, Spring). Developing online learning communities. Christian Education Journal, 10(1), p. 139-148.  

 

 

 

This blog will explore and review different online instructional strategies for adult learners.  Over the next six weeks, I will be discussing the significance of online community building and setting up online learning experiences.  I will also look at multimedia presentations and games for online learners, how technology impacts adult learning, and plagiarism detection and prevention.